A/68/296 (f) Using examinations or appraisals that encourage analysis, syntheses and critical reflections rather than rote learning; (g) Respecting academic freedoms of teachers and their right to freedom of association, and protecting them from aggression and threat; (h) Ensuring the continuous education and professional training of history teachers, especially on how to introduce a multiperspective approach in their teaching. 53. No one model suits all situations. Depending on the circumstances, countries that have been engaged in conflict will be able to undertake the writing of common/shared history textbooks through independent mixed commissions of historians. This may, however, be extremely difficult and ambitious, in particular when the countries concerned do not have the same level of development regarding their historiographies. 54. It is of paramount importance that pupils be made aware of transnational perspectives that can help to overcome a narrow nationalistic, ethnic or microfocused identity and understand that history can, and should, be interpreted from a multiperspective approach. Teachers and pupils should critically assess narratives. It is crucial, therefore, to move beyond models using only one textbook, to authorize the use of supplementary teaching materials and to give free access to historical sources. Communities are always internally diverse and suggesting that communities have monolithic narratives must be avoided. A. Aim of history teaching 55. International instruments contain important indications regarding the objectives of education. Of particular relevance is article 29 of the Convention on the Rights of the Child, under which States parties agree that education is to be directed to the development of the child’s personality, talents and mental and physical abilities to their fullest potential; respect for human rights and fundamental freedoms; respect for the child’s parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own; and the preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin. 56. The challenge is to simultaneously ensure the empowerment of individuals, respect for their human rights, the transmission and enrichment of common cultural and moral values and the building of harmonious and peaceful relationships between individuals and groups. A balanced approach must be adopted when implementing article 29 of the Convention. 11 In particular, the right of individuals and communities to express their identities and enjoy their cultural heritage should not lead to situations in which people, on that basis, create separate, hermetically sealed worlds. Cultural rights protect the right to interact culturally with the other or __________________ 11 13-42291 See also paragraph 4 of general comment No. 1, on the aim of education, of the Committee on the Rights of the Child. 15/27